MUS 405 Lesson Plan Format Template

Name:
Grade:
Subject:

Shelby Shearon, Abby Pedersen, Amanda Rogowski, Haley McGinn,

Madison Rogers
PreK (18 kids)
Math

Objective format: Students will be able to (insert action verb) (activity directly linked
to the standard)
Content Standard:
Understand numbers and relationships among numbers
Content Objective:
Students will be able to subtract single digit numbers by gaining a
better understanding of numbers and their relationships through the
book and activity Five Little Monkeys Jumping on the Bed
Music Standard:
Singing along with others of varied repertoire music
Music Objective:
Students will be able to sing with accurate pitch and rhythm the
repeated verse as a collective group led by the teacher

Materials for Instruction: (links, books, supplies, handouts, etc.)

Monkey Face Masks (coloring sheet (Abby) with popsicle sticks
(Madison))
Five Little Monkeys Jumping on the Bed book (Amanda)
Crayons/Colored Pencils (Everybody- Amanda check at work)
Glue (Everybody)
Rationale for Instruction:
Why is it important that students learn this lesson? What will they gain from
this content?
o It is important that students learn this lesson so that they gain an
understanding of subtracting single digits numbers.

How will the inclusion of music enhance the overall lesson and the other
subject matter?
o Students will learn how to keep accurate rhythm and pitch, and it
engages them in the subject matter, making it memorable.

Teaching Process: (Introductory Activity, Body of Lesson, Closing Activity)

Introductory Activity: (Engage students, use questions) (Activity to
introduce concepts)
T: Ask students if they have ever read Five Little Monkeys Jumping on
a Bed
Shelby: Read Five Little Monkeys Jumping on a Bed
Body of Lesson: (Use multiple teaching strategies, multiple assessment
activities/opportunities, engaged and active learning)

T: Now we are going to make our own monkeys!

T: Hand out monkey coloring sheets (already cut out) and have
students color their monkeys
T: Go around and glue popsicle sticks to colored monkeys
T: Break groups up as to have 5 groups (one for each teacher)
T: Have students act like monkeys and sing Five Little Monkeys
Jumping on the Bed together
o T: Five little monkeys jumping on the bed! One fell off and
bumped his head. Momma called the doctor and the doctor
said NO MORE MONEKYS JUMPING ON THE BED!
o T: Have one of the monkeys sit down and pat and sing along
for the rest of the song
o T: Ask how many monkeys are left
o T: REPEAT until you have no more monkeys

Closing Activity: (Bring it all together: Why did we do this lesson? What
was learned? Where is this going? What connections can be made?)
T: Did you guys know that you just did math!
S: What?!
T: Yeah, you guys did math without even knowing it! Do you know
what kind of math you did? Addition? Subtraction? What do you
think?!
S: Subtraction!
T: Yes! You all just learned subtraction! Give yourself a pat on the
back!
T: Now, to review what we just did, I have a coloring sheet for you all!
(hand out assessment coloring sheet- five little monkeys jumping on
the bed, one fell off and bumped his head. Color how many monkeys
are left?)

Assessments: (How are you assessing? What are you assessing? What are
your goals for assessing? What were students gaining from assessment?)
We will do an activity coloring sheet afterwards to assess the
subtracting single digit numbers objective
o Five little monkeys jumping on the bed, one fell off and
bumped his head. Color how many monkeys are left?
We will use a second checklist to assess whether students are using
accurate pitch and rhythm

405 Reflection Questions

(Use these questions to reflect on your teaching experience at
the Center for Child Development)
Tuesday, November 17, 10:45-11:05 and Thursday, Nov. 19,
10:45-11:05
Name__Amanda Rogowski___ Date____4/12/16___
Lesson taught___5 Little Monkeys Jumping on the Bed_______
Group Members_Shelby Shearon, Abby Pedersen, Haley McGinn, Madison Rogers_
1. Describe your overall experience of teaching at the Center for
Child Development.
Overall, I had a blast working on this assignment and working
with the students at the center. I thought our group worked really
well with each other and shared ideas. We all put in our share of
work deciding on what to during the lesson, how to do it, and
when to do it. Teaching at the center went really well and pretty
smooth! There were never any awkward silences because our
group wasnt ready with something. We tag teamed it so that
while someone was reading the book, a couple of us were sitting
with the students and then a couple of us were getting the
materials ready at the tables for the students to color their
masks. We all rotated tables and got to interact with all of the
students. It was really cool and fun to see their excitement
during the lesson.
2. What did you notice about the students response to your lesson?
From the moment we walked into the classroom, the students
were excited to see us and were wondering what we were going
to be doing today. The students listened to each one of us as we
were explaining the rules and what they were going to be doing.
As Shelby was reading the book, the students were quiet and
listening at first, but as they began to realize the repetition of the

book, they began to read the book as she was reading it. We
would have to remind them to only ready along when it got to
the 5 little monkeys jumping on the bed part. They also seemed
really excited to color their own monkeys. One little boy asked
me if they got to keep the monkeys. Their favorite part was
actually getting to act out, jump, dance, and sing to the song.
They had fun getting to fall down pretending to fall off the bed.
We had to remind them to be careful when falling down. They
kept wanting to do it over and over again.

3. Is there anything you would do differently if you were to repeat

the experience?
If we were to do this again, I think that we should have practiced
it once before we went into the classroom. I think we knew what
we were all doing well enough before we went that the lesson
went really well. Other than that, I dont think we really needed
to change anything.
4. How did your teaching encourage active engagement on the part
of the students?
During the time when Shelby read the book to the class, we had
them read aloud when the main lines were being read, 5 little
monkeys jumping off the bed, one fell off and bumped his
head This made them pay attention to the book and follow
along. Another thing that encouraged active engagement was
allowing them to color monkeys to use when we acted the song
out. The final thing that encouraged active engagement was
when we had them act out the song. They had to sing the song,
and sing it so that they werent just yelling the words. They also
had to think about the words and do the actions of the words.
This allowed them to be creative in how they wanted to jump and
how they wanted to fall down and bump their heads.
5. What did you expect/hope the students would learn from your
lesson?
We hoped that they would learn and understand how to do
simple subtraction problems. When acting out and singing the
song in our small groups, we practiced it a couple times, which
allowed them to practice counting down and subtracting one
person each time. When we moved to the big group and did it,
we made it more difficult for them. We would change the number

up on them and one time one monkey would fall off. We would
then tell them that we started with 16 monkeys, and one fell off,
then wed ask them how many were left. They would reply. Some
would get it right and say 15 and some would be off by 1. Even
though they were off and so close to the right answer, they still
understood the concept we were going for. We would do the
same thing again but maybe 3 monkeys would fall off. Wed go
through the same process again. This would go on until there
were no monkeys left. One thing that I noticed was that as the
number of monkeys got smaller, it was easier for them to get the
number of monkeys left correct.
6. Provide an evaluation of your groups work. Do you feel that you
did a fair amount of the work involved for this project?
Overall, our group worked really well together! Shelby typed up
the lesson plan as we were deciding what to do and how to do it
in class. She also read the book to the students. She took on
more of the leadership role in the group. I think she was a very
helpful part in this process. Abby printed off and cut out all of the
monkeys for the students to color. She talked and gave directions
during teaching the lesson to the students. She upheld her job
and did her part in the group. Madison bought and brought all of
the Popsicle sticks to the center for the students to glue the
monkeys on. Without the Popsicle sticks, the activity wouldnt
have been the same and it wouldnt have been as fun for the
students to dance with the monkeys. Madison also talked and
gave directions during the lesson. Haley didnt have to bring
anything for the lesson, but she did still talk and give directions
to the students during the lesson. I think that I did my fair share
in this lesson. I went and checked out the book that we read to
the students. I also talked and gave directions to the students
during our time at the center. We all took on the responsibility to
plan our lesson and gave our inputs during the planning. We also
all took a group of students and gave directions to them, guiding
them to each activity, and making sure they all stayed on task
and were behaved.